This is a course aimed at making you a better designer. The course marries theory and practice, as both are valuable in improving design performance. Lectures and readings will lay out the fundamental concepts that underpin design as a human activity. Weekly design challenges test your ability to apply those ideas to solve real problems. The course is deliberately broad - spanning all domains of design, including architecture, graphics, services, apparel, engineered goods, and products. The emphasis of the course is the basic design process: define, explore, select, and refine. You, the student, bring to the course your particular interests and expertise related to, for instance, engineering, furniture, fashion, architecture, or products. In prior sessions of the course about half of the participants were novices and about half had prior professional design expertise. Both groups seem to benefit substantially from the course. All project work is evaluated by your peers -- and indeed, you will also be a peer reviewer. This format allows you to see an interesting collection of projects while getting useful feedback on your own project.

JS

Collection of practical knowledge in the designing thought process, which is very hard to quantify.\n\nAmazingly put and taught.\n\nThanks

VP

Jul 20, 2017

Filled StarFilled StarFilled StarFilled StarFilled Star

It is a great course with wherein designing concepts are taught with immense clarity.

À partir de la leçon

Week #3: Design Concepts

The goal of this module is to move from defining the problem to designing a solution. You'll begin by learning about the exploration phase, and you will exit this phase with a number of design concepts for peer review. You'll also learn how to decompose a design to evaluate its overall function, and essential process in creating good design essential to the life of your design. Finally, you'll learn how to critically examine past design artifacts to inform your current concepts so that you can sensibly differentiate your product. By the end of this module, you'll have created 10 solid design concepts, and you will have received feedback on those concepts so that you can move to the next phase of the design process: prototyping.

Enseigné par

Karl T. Ulrich

Vice Dean of Entrepreneurship and Innovation

Transcription

I want to take just a few minutes and report out on where we stand in the ice cream scoop. Example. We spent some time defining the problem and we're n ow through our initial exploration of alternatives. When we talked about decomposition, I identified these four initial concepts that were identified. The push shovel that's swept out a scoop as you push down. The wrist-brace scoop. The punch and twist, which worked by pressing a cylindrical cutter. And then, pushing with the thumb to rotate that cutter to create a plug of ice cream. The claw, where the idea was to use the pulling action of the user to scrape ice cream. And to create a device in which the scoop could be rotated into the clawing position from a conventional position. I went ahead and generated six additional concepts in order to form a full complement of ten, as I asked you to do in your assignments. Here are the remaining ones. E is a push pivot that, works by, pressing A. Squared edged or rectangular edged cutter down into the ice cream that has a radius backed to it. You then push down on the handle to cause a pivoty in action around that radius to shovel out a scoop of ice cream. F is the twist ball. The idea is that you thread a circular cutter down into the ice cream and then you twist the handle with your wrist and that will result in a sweeping out of, of a sphere from that cutter being rotated about this axis. G is the swoop scoop, the idea is quite similar to the push and pivot, but it uses a spherical or hemispherical shaped cutter and the additional insight is that this may not work very well for getting all of the ice cream out of the curtain, so the thought that we could use the back of the handle as an additional scooping tool that could be used in conjunction with the swoop scoop. The remaining three, are the loop blade H. The idea is to take a, a loop of metal, and have it attach to a handle, that would allow you to sweep out a cut, of the ice cream and you could even sweep it out about an axis, about a vertical axis in order to create more of a round or cylindrical plug. I is the ball mold. The idea here is that you could use a rubber hemispherical mold, say made out of silicon rubber, and then you could have a separate paddle that would be used to pack that ball mold, and then the user would push the bottom of the mold in order to force the ice cream serving ball out. And lastly, J is the pincer. The idea is that you would push this relatively straight element down into the ice cream and then you would squeeze the pincer handles in order to sweep out a ball of ice cream and push it up against the vertical element there. So those are ten concepts. We started our exploration by posing the problem definition. In what ways might we create a better handheld device for forming balls of ice cream from a bulk container. And we have, I think, a nice set of ten alternatives here in front of us. We shouldn't pretend that we are done with exploration, But this is certainly a really good start. We have a nice exploration or a nice investigation of the landscape of possibilities. We will now proceed to begin to select a plan from those alternatives, recognizing that, at least, based on my experience and on the data that's been gathered. It's highly likely, that there will be some iteration, as we select our plan, we'll probably identify some additional alternatives and that may result in a further refinement of problem definition.